This book is an excellent resource for both early years students and educators. The reader is given an abundance of valuable information, case studies and other relevant material addressing predominantly neurodiversity and inclusiveness.
The publication is steeped in progressive language, imbued with a sensitivity to and awareness of appropriate and up-to-date terminology.
Eleven chapters critically examine and present a fine account designed primarily to aid children with learning differences or disabilities. The authors present first a general background, followed by feedback coming in the case of Ann Lowe from her workplace at Doncaster Local Authority, where she is an early years inclusion officer. Stephen Kilgour is an SEND advisor and outreach teacher at Tapestry.
Chapter 1 establishes a child-centred approach concerning support and funding. Chapter 2 touches on conventional psychological precepts. Chapter 3 concerns wellbeing. Chapters 4, 5 and 6 tackle anti-racism, characteristics of learning, and speaking citizens. Chapters 7 and 8 focus on play and executive functions. Chapter 9 brings in sensory reflection, chapter 10 discusses the child’s voice, and chapter 11 centres on parents’ involvement.
At the end of each chapter, A4 forms can be printed or downloaded, making up a highly useful record of practical details relating to the infant’s experience. Other materials can be accessed via QR codes, which are increasingly in vogue in current educational publications.
There is here, however, an endorsement of a recent trend in childhood literature of the kind Lowe and Kilgour have written, to turn their backs on theories derived from the traditional contributors of the distant past. It is true that Jean Piaget (1896-1980), the Swiss psychologist, gets a look in, but he is very much the exception to the rule. It is moreover difficult to comprehend how an entire chapter focused on play has nothing to say about Friedrich Froebel (1782-1852), the father of the kindergarten movement.
It can be argued, therefore, that the book exists in somewhat of a vacuum, outside of the lessons from a bygone age, and room should be made to explore in greater detail the applicability of other research. A mention, for example, of Sussex University’s pioneering work on oracy (a project led by Dr Tom F. Wright) would not go amiss in the section where Lowe and Kilgour talk about ‘oralism’ in chapter 6.
Yet the book aims to encapsulate a helpful approach to bring about change in how we perceive the minds of young children, and those who face the need for adjustment in the way they are taught and live their lives in today’s world.
From this point of view, any exclusion can be seen in terms of Lowe and Kilgour adhering to a format that best suits their specific skills, knowledge and experience. That the two authors have also produced a book compatible with the design and layout of current literature on childhood education, such as My First Five Years published by Bloomsbury (2023), cannot readily be dismissed.
The overriding attraction of the book is undoubtedly the expert presentation of information in the 11 chapters.
The two authors, from a commendable vantage point, offer a valuable toolkit that champions the cause of neurodiversity and serves to enrich the practice and work, both of the teacher and learner, in widening their interest in early years education.
